19.1.200 9 h laugese n 1 elfe 2 regional seminar, brussels 19.-20.1.09 agenda for 19. january 2009...
TRANSCRIPT
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Agenda for 19. January 2009
9.30 - 09.50 ETUCE and ICT in education By Martin Rømer, ETUCE General Secretary
09.50 – 10.30 ELFE 2 project: aims and approach By Hans Laugesen, ELFE 1 and ELFE 2 project Coordinator
10.30 - 11.00 Coffee break11.00 - 11.40 eLearning priorities and EU indicators on ICT in education
By Godelieve Van den Brande, Administrator in the Unit “Analysis and Studies”, European Commission
11.40 – 12.30 New Millennium Learners project mapping ICT-initiatives in
teacher education and the PISA e-reading pilot project By Ann-Britt Enochssen, Analyst at OECD's Centre for Educational
Research and Innovation12.30 – 14.00 Lunch14.00 – 15.00 Interim report from the ELFE 2 study visits in DK and UK:
analysis of practices and experiences in schools and teacher Education Institutions By Ela Gajek, ELFE 2 project expert
15.00 – 15.30 Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia:
analysis of practices and experiences in schools and Teacher Education Institutions By Ulf Fredriksson, ELFE 2 project expert
15.30 – 17.00 Debate in working groups (including the coffee break) on the national and European trends in using ICT in education
17.00 – 17.45 Working group reports
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Agenda for 20. January 2009
9.00 - 9.30 Institute of education in England: example of a teacher education institution good practice By Lynn Roberts, Department of Early Childhood and Primary
Education, Institute of Education, University of London
9.30 - 10.00 Maribor Gymnasium, Slovenia: example of a school good practice By Zdenka Keuc, teacher at the Maribor Gymnasium
10.00 - 10.30 Coffee break10.30 – 11.45 Plenary debate for trade union representatives on
the unions’ role in relation to ICT in education: conditions and pedagogical considerations.
Separate session for discussion and exchange of experiences among teacher education institutions: what can be learned from each other?
11.45 – 12.15 International Handbook on Information Technology in Primary and Secondary Education By Joke Voogt, Twente University, the Netherlands
12.15 – 12.30 Closure of the Seminar12.30 – 14.00 Lunch
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The ELFE project
ELFE 2 as a follow up of ELFE 1
Hans LaugesenELFE project coordinator
Educational Policy officer andInternational Secretary in GL,
Denmark
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Purpose of ELFE 1
These purposes are still relevant for ELFE 2:
A European project created to achieve a better understanding of the strengths and weaknesses of using ICT in (primary and) secondary education
The ELFE project aims at investigating good practice in the use of ICT, which supports the teaching and learning process encourages students to develop new skills and
competences promotes an inclusive education for all
students
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Purpose of ELFE 2
Building on ELFE 1 findings ELFE 2 aims at Identify methodologies used to favour a
use of ICT that promotes an added learning value
Develop recommendations to policy-makers, to schools and teacher education institutions and to trade unions on ICT and teacher education ICT and school management ICT and strategic use of available financial
means
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ELFE’s Pedagogical questions
Promoting relevance, meaningfulness and engagement in both teaching and learning
How are teachers prepared to use ICT in their lessons?
Use of ICT to train new competences Virtual lessons as a mean of variation in normal
class lessons: blended face to face ed. Use of ICT as a catalyst for a Whole School
Development Providing more educational options for students
in remote areas Are there pedagogical and social costs?
how do we avoid loosing the low performing students? ELFE 2 must also identify methodologies used to
favour added learning value and internal evaluation of methodologies chosen.
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ELFE structure
M ain activitiesG o an d stu d y v is its : 10 scho o ls+ 5 te a ch e r e d uca tio n in s titu tes
2 re g io n a l sem in ars + 1 con fe re n ce
PartnersE T U C E
5 T e a ch e rs ' U n io n s (U K ,D K ,P l,S L O ,L V )P e da g og ica l E xp e rts
External Expertra p po rte ur a nd c ritica l frie nd
Political ApproachP e da g og ica l q ue stio ns a nd ob serva tio ns
P o lic y d e b a te in T e a che rs ' U n io nsP o lic y su g ge s tion s to th e C o m m iss ion
ELFEE xch a ng e o f e xpe rien ce
S tu dy tran s fe r to o th er scho o lsc re a te E u ro p ea n d e ba te o n p ed a go g ica l u se o f IC T
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ELFE 2 partners
ETUCE and 5 ETUCE-organisations: NUT, UK GL, Denmark LIZDA, Latvia ZNP, Poland ESTUS, Slovenia
Researchers: Ulf Fredriksson, Mid Sweden University Elzbieta Gajek-Kawecka, Warzaw
University Gunilla Jedeskog, Linköping Univ., Sweden -
Evaluator
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Target groups and approach
Target groups: teachers teachers’ unions researchers
Visits to schools and teacher education institutions: steering group visit to 2 schools + 1 teacher education
institutions in each 5 countries
Two regional seminars One for EU 15 after visits to DK and UK - and One for EU 12 after visits to LV, Pl and Slo.
A final conference: teachers’ unions debate ICT-policy proposals
Process supported on www.ELFE-eu.net website
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ELFE web-site
Information on ELFE Progress of the ELFE-project Small reports from school visits and
meetings in Steering Committee Debate forum on
Pedagogical use of ICT in education How to educate and train teachers to use
ICT? Contact between schools involved in ELFE Policy debate among teachers unions on
ICT in ed.
Useful links
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www.ELFE-eu.net
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Debate-forum at ELFE web-site
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Education-policy questions
Do we have recommendations in the end?: Is there an ideal balance between virtual
lessons and normal lessons? Teachers’ use of ICT: Balance between
frontrunners and a minimum level Which kind of pre-service education and
in-service training is necessary? Physical requirements at schools? Suggestions for relevant indicators
regarding the use of ICT in education? etc.
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ELFE 1 observations 1
After the Steering Group’s visits to 12 schools: Make ICT-use part of school policy and create
a Whole School Development environment Evident effect of Pedagogical ICT driver licence Create conditions for teachers use of ICT and Have a vision, debate minimum performance,
and leave room for frontrunners Distance education in remote areas or in small
schools means more educ. options and can be combined with a social learning environment
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ELFE 1 observations 2
So far we have not seen any hard-core proofs that the use of ICT is increasing the quality of education
There is a feeling among teachers that the use of ICT contributes to strengthen the students ability to work in an independent way
A risk that the need to train oral skills is forgotten – written dimension increases workload
A risk of less opportunity to have direct face to face discussions in the classrooms
You do not need to loose the low performing students – but be aware not to do so
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ELFE 2 observations
Preliminary observations will be presented by
Ela Gajek and Ulf Fredriksson
later today…
But a personal comment: We must avoid that debate at school level on the
use of ICT only focus on disciplinary questions and restrictions
If the use is relevant and pedagogical meaningful
it will motivate students and reduce need for disciplinary restrictions